de Almeida Rodrigues Dayse Dos Santos, de Almeida Maria Angelica Santana, da Silva Ferreira Natiele Carla, Alves Luiz Anastacio
Laboratory of Cellular Communication, Oswaldo Cruz Institute, Oswaldo Cruz Foundation, Av. Brasil, 4365, Manguinhos, Rio de Janeiro, RJ, 21040- 900, Brazil.
BMC Med Educ. 2025 Apr 11;25(1):516. doi: 10.1186/s12909-025-07086-x.
Medical education is crucial for meeting local needs and achieving global standards, especially in anesthesiology. Key competencies, such as airway management, mechanical ventilation, and sedation, are essential for managing critically ill patients, maintaining surgical and intensive care services, and preventing deaths from surgically treatable conditions. This study evaluated anesthesiology competencies in the curricula of medical schools in Brazil, Spain, and the United Kingdom (UK), highlighting the importance of integrating these skills to prepare for critical situations and support global surgery efforts.
Educational frameworks from medical schools in Brazil, Spain, and the UK were analyzed by two independent researchers, who blindly assessed the program structures retrieved from the websites of medical schools and government sources to determine the presence of anesthesiology competency topics, which were organized into the respective disciplines within their academic programs.
A total of 466 medical schools were analyzed, with Brazil accounting for the majority (n = 374), followed by the UK (n = 48) and Spain (n = 44). Most medical schools in Brazil are private (229, 61.2%), whereas public institutions are predominant in Spain (32, 72.7%) and the UK (46, 95.8%). Anesthesiology courses were present in 24 (54.5%) Spanish schools, 128 (34.2%) Brazilian schools, and 9 (18.7%) British schools. Spanish institutions showed the highest incorporation of anesthesiology competencies in their curricula: acute pain management (52.3%), chronic pain management and preoperative evaluation (50.0%), treatment of shock, fluid replacement, and blood transfusion (47.7%), and cardiopulmonary resuscitation (45.5%). In Brazil, the most frequent competencies were preoperative evaluation (17.9%) and cardiopulmonary resuscitation (17.4%), while all other competencies were present in fewer than 15% of schools. In the UK, despite 95.8% of institutions having accessible curriculum frameworks, specific anesthesiology competencies were minimally represented. Multidisciplinary teamwork was identified in only 6.3% of institutions, airway management in 4.2%, and the following competencies in just 2.1%: acute and chronic pain management, cardiopulmonary resuscitation, monitoring, local anesthesia, treatment of shock, fluid replacement, blood transfusion, and vascular access.
The results highlight the need to show more explicitly competencies within undergraduate medical curricula public websites, particularly in Brazil and the UK. This study emphasizes Spain's more organized curricular structure, which facilitates the clearer identification of competencies, including those related to anesthesiology.
医学教育对于满足当地需求和达到全球标准至关重要，尤其是在麻醉学领域。气道管理、机械通气和镇静等关键能力对于管理重症患者、维持外科和重症监护服务以及预防可手术治疗疾病导致的死亡至关重要。本研究评估了巴西、西班牙和英国医学院课程中的麻醉学能力，强调了整合这些技能以应对危急情况和支持全球手术工作的重要性。
两名独立研究人员分析了巴西、西班牙和英国医学院的教育框架，他们盲目评估了从医学院网站和政府来源检索到的课程结构，以确定麻醉学能力主题的存在情况，这些主题在其学术课程中被组织到各自的学科中。
共分析了466所医学院，其中巴西占多数（n = 374），其次是英国（n = 48）和西班牙（n = 44）。巴西的大多数医学院是私立的（229所，61.2%），而西班牙（32所，72.7%）和英国（46所，95.8%）的公立机构占主导地位。24所（54.5%）西班牙学校、128所（34.2%）巴西学校和9所（18.7%）英国学校开设了麻醉学课程。西班牙机构在其课程中对麻醉学能力的纳入程度最高：急性疼痛管理（52.3%）、慢性疼痛管理和术前评估（50.0%）、休克治疗、液体补充和输血（47.7%）以及心肺复苏（45.5%）。在巴西，最常见的能力是术前评估（17.9%）和心肺复苏（17.4%），而所有其他能力在不到15%的学校中出现。在英国，尽管95.8%的机构有可获取的课程框架，但特定的麻醉学能力体现极少。仅6.3%的机构提到了多学科团队合作，4.2%提到了气道管理，而以下能力仅在2.1%的机构中出现：急性和慢性疼痛管理·心肺复苏、监测、局部麻醉、休克治疗、液体补充、输血和血管通路。
结果凸显了在本科医学课程公共网站上更明确展示能力的必要性，尤其是在巴西和英国。本研究强调了西班牙更有条理的课程结构，这有助于更清晰地识别能力，包括与麻醉学相关的能力。
